再论学习

Reflections on a Definition:Revisiting the Meaning of Learning

我们应从不同的角度看待学习，延伸并深化学习的意义。有意识的学习只是学习生活中的一小部分，有意义的学习经历几乎都发生在正规学习环境之外。非正式学习无处不在，经常发生在我们通常认为不是学习环境的情景中，是一个难以定义的概念。本文着重探讨一些在正式学习之外值得我们关注的学习，以期使人们看到学习全景的广阔性和综合性，以及学习模式的多样性。今天的学习者处在一个丰富而多样、不断且剧烈变化的学习全景图中。传统的学习定义已经不能反映这种复杂性、丰富性和美感了。作者认为对正式学习的过分关注会使一个更完整、全面和综合的学习概念变得模糊。在目前对学习定义缺乏的背景下，作者提出了另一种对学习定义的方法，即“不定义冶，因为“不定义冶的目的是要消除当前对学习界定过于狭隘的边界。在这些过分狭隘的定义基础上产生的学习观，已经在很长时间内左右了教育政策和研究进程，使它们不能满足当今时代的需求和利益。

We should look at learning differently， extend and deepen the meaning of learning. Intentional learning isa tiny part of our learning life， meaningful learning experiences almost invariably occurred outside the formal learningcontext. Informal learning is ubiquitous， frequently appearing in circumstances that we do not normally think of aslearning contexts. It is an elusive concept. This paper highlights some areas of interest， other than formal learning，that merit our attention， in order to make visible the wide-ranging nature of the learning landscape and the diversityof learning modalities comprised in it. Traditional definitions of learning poorly capture such complexity， richness andbeauty. The author proposes that strong focus on formal learning obfuscates a vision of learning that is more integral，complete and comprehensive. Because of the inadequacy of existing definitions of learning， the author suggests an al鄄ternative definition of learning， that is an 'undefinition'， aimes at removing the boundaries from around the existing，too narrowly conceived definitions of learning. The views of learning based on these too narrowly conceived definitionshave long determined educational policies and research agendas that no longer fit the needs and interests of our time.